The Christian Science Paradox



Paradox 3

Why would a scientist of Mary Baker Eddy's stature hide the foundation that has evidently been created to advance an understanding of very the science that she has discovered? No scientist would do that, right? Neither did she.

Everything that pertains to these structures and their interrelationships has existed right in the open for all to see. It existed there unseen, for the last hundred years. It existed there for everyone who paid enough attention to look a little deeper. And so it had to be. Science isn't a religion where on is told what to believe. Rather it is a process of discovery in the infinite realm of truth. The finity of religion hinders this unfolding. Instead she set up a number of far reaching pedagogical challenges which cause one to draw together elements of science and spiritual concepts that one would normally never consider. The point is that she doesn't provide dogmatic answers, but sets up a stage on which more and more questions come to light that one is challenged to find answers for. In this manner scientific knowledge is created; the discovery of universal principles is enabled. One begins to discern with the mind what the eye cannot behold, or shallow perception can realize. Thus, the paradox becomes resolved.

How does it work? Here is a very simple example, related to the Christian Science Bible lessons. In the lessons, the Bible citations are correlated with citations from the textbook, Science and Health with Key to the Scriptures. There are 16 chapters in the textbook, each of which pertains to a specific element of the 'city foursquare.' Since there are ten other structures related in a similar fashion, we suddenly have elements from each one of them brought into the context of the lesson citations, which greatly enrich them.

In the above diagram only three of these structures are shown, which provide an extremely rich background for the lesson citations all by themselves.

In addition, the nature of the textbook element (chapter) that the citation is from, is further defined by the 'cardinal point' for the row on which this element is found, and by the definition for the 'side', the column in which the cited element from the textbook is related. The definitions for the sides and cardinal points has been provided by Mary Baker Eddy directly, in the textbook chapter that describes the 'city foursquare in terms of sides and cardinal points.'

In addition, there are three sets of four terms each, defined in the Glossary, which stand in direct correlation with the 'city foursquare' and thereby also enhance the background for the Bible Lessons.

 This, altogether, sets the stage for rich discoveries, because the real progress in Christian Science is not rooted in blind belief, but in scientific discoveries that enrich the sphere of spiritual understanding. 

See example of a so correlated set of Christian Science Bible lessons: (from 1898)

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